chapter 8
chapter 8
Providers who are told to stop one behavior without being given the opportunity to find an appropriate alternative may end up not doing anything at all or doing something even more unacceptable. Remember that you do not always have to give providers all the answers. In most circumstances, you are a resource. You should be available to recommend reading material, to listen to and help providers evaluate their own ideas, and to offer encouragement and suggestions for additional approaches. Providing On-site Support And Mentoring
What You Can Do Help providers learn new ways of managing their program and interacting with children.
What You Can Do During TA/O Specialist visits, carefully observe providers and identify the areas where you believe they need assistance.
Use a formal observation summary form.
Solicit input from the providers.
Ask providers what they think are their strengths as well as their areas for improvement. Ask providers what areas they think are the most important for them to concentrate on first.
How You Might Do It Present options to the targeted behavior. Discuss how these behaviors benefit children or the provider’s program.
Work with the providers to prioritize the various areas of concern.
Estimate the ease or difficulty associated with the change. Is the change a minor adjustment that the provider can make easily? Or does the change involve principles that may be difficult for the provider?
Setting Priorities
Establishing a set of priorities for each provider does not mean that you and the provider will work on only one area at a time. In addition, the list of priorities is flexible. It may change as you and the provider work together. [48] Home Visitors Guide
Remember that issues involving the health and safety of children are ALWAYS a first priority. Consider the provider’s preferences for which ideas she would like to learn more about.
Demonstrate, do not just explain, techniques (particularly in the basic skills area, e.g., diapering or reading to a group of children).
Often providers and TA/O Specialists will agree on the area that the providers would like to change and improve. But change does not come easily or quickly to most people even when they are willing. Set priorities and timelines for and with providers so that the process of change is manageable for them.
How You Might Do It
Formulate a plan for the provider’s professional growth.
Identify materials, resources, or training that you can recommend to the provider. Determine what you will do during future home visits to support the provider as she works to make changes.
Role Modeling One important aspect of a TA/O Specialist’s job is “role modeling” to providers appropriate ways of interacting with children. The terms “model” or “role model” appear, on the surface, to represent a concept that you may believe you are familiar with and understand. Actually, the concept is a very complex one. • Modeling is an extremely effective technique, but it must be used cautiously. You may feel that if you are a role model, then you must be the “expert” and do everything perfectly, with no mistakes or second-guesses. This is unrealistic and places a great deal of pressure on you. Modeling involves exploring options. • Modeling is an opportunity to demonstrate ONE way of handling a situation that is based on sound early childhood principles. However, there are often other appropriate strategies. Remember that the selected strategies may or may not work with a specific group of children at a specific time. It does not necessarily mean that there is something wrong with the strategy, TA/O Specialist, provider, or children. It merely means that the strategy did not work in one instance. You and the provider should brainstorm other ideas. • Modeling can be a particularly enjoyable responsibility. You may do it well because you have experience working with children and like being around them. However, sometimes it is possible to model too well and destroy a provider’s self-confidence. For example, after seeing you demonstrate how to read to a group of children, some providers might feel defeated because “I’ll never be that good, so why try.”
on the provider’s relationship with the children. Remember, it is the provider’s home and she is ultimately responsible for the children. • If you need to demonstrate a specific technique, ask the provider’s permission. Remembering all the steps of the diaper changing procedure can be difficult. May I change Justin’s diaper while you watch and it will refresh your memory?” is a non-threatening introduction. Generally, the provider will accept your offers of assistance if they have been presented sensitively and if you have a solid rapport with the provider. • After you have modeled a procedure or technique, it is important that you find ways to have the provider practice the approach. This method allows you to see that the provider has understood the process or the principle. You will also be able to support and encourage the provider as she tries something new so that she is more likely to be successful.
Giving Positive Feedback FCC staff must consciously look for and comment to providers on the things that they are doing well. Early childhood professionals recognize the importance of fostering selfesteem in children. The same principle is true for FCC staff when they are working with providers.
Providing On-site Support And Mentoring
Offering Alternatives to Targeted Behaviors
Providers who have strong sense of self-esteem are better able to promote that in children and are more likely to stay with the program longer. One technique for enhancing an individual’s self esteem is by identifying the positive things that they are doing.
It is also possible to model too well and damage the relationship between providers and their children. When children want you to “read the book because you are better” it is time for you to consider what effect your interactions are having Home Visitors Guide [49]